Implementing a curriculum without a sustainable school culture is like a bird whose feathers have been clipped. It may try to fly, but it can only struggle along the ground.
In Ghana there have been several educational reforms over the years, including changes to the curriculum and assessment systems. The introduction of the new curriculum attracted considerable attention from teachers, education experts, policymakers, parents, and learners.
The new curriculum seeks to move learners beyond memorising facts by promoting critical thinking, creativity, teamwork, and problem-solving. These skills are essential for preparing young people for the demands of the twenty-first century.
I therefore read with great interest a JoyNews report (2026) on the speech delivered by the Minister of Education during the Speech and Prize-Giving Day at Apam Senior High School.
According to the report, the government is yet to formally adopt the revised Kindergarten to Primary Six curriculum developed by the National Council for Curriculum and Assessment (NaCCA). The Minister explained that the review was intended to reposition basic education to better prepare Ghanaian children for the modern world and make them globally competitive.
The revised curriculum is expected to place greater emphasis on emerging areas such as Artificial Intelligence (AI), Robotics, Science, Technology, Engineering and Mathematics (STEM), electronic and digital learning, as well as moral and values education. The Minister also reaffirmed the government’s commitment to providing schools with the infrastructure, resources, and support required to deliver quality education.
I was particularly pleased by the emphasis on resources, support, and moral and values education. However, one important issue deserves greater attention: a strong and sustainable school culture.
Culture
This is the central argument of my article. The curriculum for basic schools needs a school culture that supports its goals. Without such a culture, even a well-designed curriculum may fail to produce the desired outcomes.
Parents, learners, and education stakeholders may assume that introducing a new curriculum will automatically improve education. While a good curriculum is important, it is not enough.
If Ghana wants disciplined citizens, creative thinkers, responsible people, and ethical leaders, these qualities must be reflected not only in curriculum documents but also in the daily life of schools.
A curriculum document alone cannot transform learners.
Learners are influenced by what they see and experience every day. They observe how teachers behave, how school leaders treat others, how parents interact with teachers, and how their fellow learners conduct themselves.
This raises an important question: What happens when the culture of a school contradicts the values taught in the curriculum?
How can a curriculum teach integrity in a school where examination malpractice is tolerated? What lesson do learners learn when parents assault teachers? How can schools teach discipline when learners lack access to proper sanitation facilities?
Such contradictions can weaken even the best curriculum.
Burnham (2007) describes school culture as “the personality of a school—its patterns of interaction, traditions, and expectations.” This helps explain why schools operating under the same national curriculum can produce very different results.
Some schools perform well because they have positive cultures that support learning. Others struggle because their environments undermine effective teaching and learning.
The importance of school culture became particularly clear during the COVID-19 pandemic. Schools with strong organisational cultures were often better positioned to adapt to the challenges created by the pandemic, while those with weaker cultures found adjustment more difficult.
School culture also influences parents when they choose schools for their children. Parents often consider more than academic results. They look at discipline, values, traditions, relationships, leadership, and the general school environment.
Research supports this connection. A study by Mensah, O. R. et al. (2024), titled “Factors Affecting Students’ Academic Performance and Teachers’ Efficiency in Ghana: A Case Study of Wa Senior High School,” found that mentorship, supervision, and effective time management significantly affected students’ academic performance and teachers’ effectiveness.
These are important components of a positive school culture.
Trust
Trust is one of the foundations of a healthy school culture.
Learners are more likely to participate actively in lessons when they trust their teachers. Teachers also perform better when they feel supported by school leaders. Parents are more confident in schools when they see that teachers and administrators genuinely care about their children.
There must therefore be trust among teachers, school leaders, learners, parents, and education authorities.
Without trust, cooperation becomes difficult, and the implementation of a new curriculum can suffer.
Discipline
Discipline is equally important. Examination malpractice, teacher absenteeism, bullying, vandalism, and other forms of misconduct can damage the learning environment. When negative behaviour becomes normalised, teaching and learning suffer.
However, discipline should not simply mean punishment. A disciplined school should have clear rules, fair treatment, responsible leadership, and positive relationships.
Learners should understand why rules matter and be encouraged to take responsibility for their actions.
Action
Building a sustainable school culture requires everyone to play a role.
Teachers must be supported to teach effectively. School leaders must provide responsible leadership and ensure that rules are applied fairly. Parents must cooperate with schools and respect teachers. Learners must also recognise their responsibility to contribute to a positive school environment.
Government and education authorities must provide schools with the infrastructure, learning materials, technology, training, and other resources necessary for effective implementation.
Ultimately, curriculum reform is not successful simply because a new document has been produced. It succeeds when the people in schools bring the curriculum to life.
A school built on trust, discipline, respect, teamwork, and responsibility creates a stronger environment for teaching and learning. Without these qualities, even an innovative curriculum may struggle to achieve its purpose.
If Ghana wants to gain the full benefits of its educational reforms, strengthening school culture must become a national priority.
The curriculum can tell learners what to learn, but school culture helps shape how they learn, how they behave, and who they become. A good curriculum gives education direction. A sustainable school culture gives it wings.
WRITTEN BY
Henry Atta Nyame
Institutional Assessment Practitioner
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